ED 345 Calvin College Lesson Planning Form

Teacher: Molly Hine Date: 1.24.17 Subject/ Topic/ Theme: Positional Words

I. Objectives
What is the main focus of this lesson?
Using toy piggies and a picture of a house to demonstrate, teach, and practice positional words.
How does this lesson tie in to a unit plan? (If applicable.)

What are your objectives for this lesson? (As many as needed.) Indicate connections to applicable national or state standards.
If an objective applies to only certain students write the name(s) of the student(s) to whom it applies.

1. Students will be able to demonstrate their understanding of positional words.

2. Students will be able to demonstrate spatial relationships.
3. Students will be able to express these spatial relationships.

II. Before you start

Prerequisite knowledge and skills.
Spatial relationships, what a house is, and what a pig is.

Formative Listening, observing, and recording whether or not each student correctly
demonstrates the meaning of the positional words when asked.
Assessment
(formative and summative)
Summative Walking back through the different positional words to make sure the students
have a good grasp on what each means.

Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Representation Multiple Means of Expression (Action) Multiple Means of Engagement
Options for Perception Options for action/interaction Options for recruiting interest

Using toys that the students are familiar Allowing students to each have their own Letting the students use piggies since they
with. piggies and house to interact with. have been looking at The 3 Little Pigs
story previously.

Options for Language/Symbols
Discussing positional words by using toy
piggies and a picture of a house.
Options for Comprehension
Options for Expression
Allowing students to freely talk about their
piggies in accordance with the house.
Options for Executive Function
Options for Sustaining Effort &
Persistence
Students are encouraged to keep working
on positional words until they feel
comfortable with them.
Options for Self Regulation

Demonstrating to me by placing the Letting the students showcase what they Giving students their own space on the
piggies around the house depending on the know about positional words by using floor to work in their own area. Also,
positional words. their language. giving options in terms of helping them
understand the positional words.

Materials-what materials (books, 2 little toy piggies for each student

handouts, etc) do you need for this
lesson and do you have them? Picture of a house for each student
Do you need to set up your Regular classroom setup.
classroom in any special way for
this lesson? If so, describe it.

III. The Plan

Time The description of (script for) the lesson, wherein you describe teacher activities and student
Parts
activities
Motivation
(Opening/ Discuss what the students already know about pigs and homes. Then show a demonstration of how to use
Introduction/ the little piggies and the house while using a positional word. Then allow students to show when asked.
Engagement)

Development
Have students use the piggies to place them on top of, next to, under, between, behind, etc. depending
on the language I use for each positional word. Make sure my language is developmentally appropriate so
students can understand (e.g. wow its cold outside, lets bring the piggies inside their house can
everybody show me the piggies going inside their house?). Do this for each positional word provided on
the assessment sheet.
-on top of
-under
-between
-next to
-beside
-behind
-in front of
-inside
-outside

Closure After each student has clearly demonstrated each positional word, dismiss children by asking where they
will be playing for choice time.

Your reflection on the lesson including ideas for improvement for next time: